Transcription of Teaching place-value - ed
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Teaching place-value - ed
35 APMC 23(3) 2018 Judy HartnettMaking Maths place-value : Concept development, big ideas and activitiesIntroductionWorking as a mathematics education consultant in schools, both as a system-based advisor and private consultant, I am regularly asked to support teachers to work with students who do not understand place value. As reported by other researchers including Rogers (2013), I, too, am regularly dismayed at the superficial under-standing so many primary students exhibit in relation to place value. I have also observed repeated amazement by teachers when I demonstrate lessons, or discuss the big ideas relating to place value in comments such as I have never thought about it that way.
part (e.g., round 2456 to the nearest thousand). • Rename: Recognise and complete partitions and regrouping of numbers. (e.g.,1260 has 126 tens). • Compare/order: Compare numbers to deter-mine which is larger or smaller and place them in descending or ascending order. • Calculate: Apply knowledge of place value when
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